LM April 2016

April 2016

Budget Showdown:

Will it affect schools opening?

In this month’s issue

Additional Items

AASA’s Ellerson provides update on ESSA P. 4

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IASA Aspiring Superintendents P. 5

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‘Superintendent for the Day’ special opportunity for students -- and also for the ‘real’ superintendent P. 23 Educators selected for Moon Scholarships P. 24

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News in Brief P. 26

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IASA Calendar of Events P. 32

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Vision 20/20 proposals among education bills being considered P. 6

Farmington plugs into solar power P. 11

Videos from the Districts

Videos from the Districts P. 13

Real life referendums: Third time is a charm P. 17

2648 Beechler Court Springfield, IL 62703-7305 217.753.2213 800 Woodfield Road, Ste. F109 Schaumburg, IL 60173-4717 847.466.5075

IASA Newsletter Editor Michael Chamness mchamness@iasaedu.org

Assistant Editor Mary Ellen Buch mbuch@iasaedu.org

1200 West Main Street Marion, IL 62959-1138 618.364.0501

Volume 4, Issue 4

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Unthinkable budget scenario for schools not so far-fetched

the budget affects more Illinois citizens than funding for K-12 schools. Just ask anyone who has been around a school strike how far-reaching the ripple effects are from schools not being open when they should be. The political pressure to end the impasse undoubtedly would increase exponentially, but no one is quite sure where the public would pin the blame -- and therein lies the tipping point in this high- stakes game of political “chicken.” We’re not saying it’s time to panic or to overreact . Common sense would dictate that cooler, wiser heads will prevail before we reach the precipice. But it is not too early to start planning for this potential situation and determining if your schools can open in August and, if so, just how long your district would be able to stay open without state aid for part or all of FY17. Facts in hand, the best thing you can do is share those unvarnished facts with your local legislators so they know exactly what is at stake as the budget

Can anyone imagine the public reaction if some public schools are unable to open their doors in August? That scenario used to seem pretty far-fetched, but the specter of not having a K-12 budget by the time school starts is looming as more of a possibility with each passing week of a political stalemate that seems to be unchanged following the primary elections. A wise political observer once told me that “Nothing” was

Message from the Executive Director Dr. Brent Clark

always the smartest horse to bet on when it comes to action in the state capitol. And here we are the only state in the country without an overall budget ten months into the fiscal year – a time when everyone else is crafting next year’s budget. Governor Bruce Rauner has publicly called for a K-12

talks unfold. Sharing your district’s situation with legislators will prevent them from being “surprised” in August. Because of

education budget for FY17 that has nothing else attached – in some ways similar to last year when the K-12 budget was the only one he signed. But

reserve funds, the timeline in which property taxes are distributed in some counties and other financial factors, many observers think most districts would be able to at least start school in the fall. How long certain districts would be able to operate is another question entirely. A recent Associated Press story, using data from ISBE, noted that more than 60 percent of Illinois school districts are operating with a deficit budget this school year. Most districts have worked hard to accumulate at least six months of reserve funds, kind of an industry minimum standard for schools to have a safety net. However, cuts to state aid each of the past five years have caused many districts to drain down those

there are indications from the other side of the aisle that the separate public education budget may have been a one-time olive branch. Senate President John Cullerton has said publicly that he wants a new school funding formula as well as specific numbers regarding what Chicago Public Schools and other districts will be getting before he will entertain an FY17 education budget in the Senate. House Speaker Michael Madigan has not spoken publicly about the issue, but one wonders if he again would send the governor a separate K-12 bill while the state continues to meander along without funding for higher education, MAP grants, social services, and other items near and dear to large segments of the electorate. Both sides are keenly aware that no single item in

(Continued on page 4)

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community. It always helps to present a united front, so I would suggest working on your strategy with neighboring districts and districts in your region, much like you work in concert on weather-related decisions. If schools are open and running in August, this unprecedented political logjam likely won’t be broken until after the November 8 general election. However, if schools are NOT open then all bets are off because the political pressure to resolve the stalemate will be immeasurable. Imagine being an incumbent on the November 8 ballot if the school doors are closed in your legislative district – not a real promising scenario regardless of party affiliation. Feel free to share this column with your board or community groups as you see fit.

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reserves. We are 10 months into this fiscal year without an overall state budget and even for districts that have been able to maintain the suggested level of reserves, the math just doesn’t work at some point without state funding. Of course, any superintendent has to question burning through their district’s reserves to cover for the political impasse in Springfield. Would that jeopardize the long-term financial health of your district? Is it wise to open school in August, run for a few weeks and then close your doors until a budget is passed? These are just a few of the daunting questions now facing superintendents. In addition to sharing your district’s situation with legislators, I would suggest starting this conversation with your board, your faculty and staff, and your

Brent

AASA’s Ellerson provides update on ESSA

Click on the image to view the video.

The Every Student Succeeds Act (ESSA) was signed into law by President Obama on December 10, 2015, effectively replacing the No Student Left Behind legislation. ESSA is now in the rulemaking phase, an extremely important part of the process that will actually define how the law is to be implemented and what states and schools will need to do to meet the new federal guidelines. In this three-minute video Noelle Ellerson, the American Association of School Administrators (AASA) Associate Executive Director for Policy and Advocacy, gives a status update on ESSA and how the rulemaking is progressing.

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Click here to view a video as Dr. Lubelfeld and Dr. Polyak discuss the IASA Aspiring Superintendent Academy.

Dr. Michael Lubelfeld Superintendent Deerfield 109

Dr. Nicholas Polyak Superintendent Leyden Comm HS 212

Registration Deadline extended to April 15, 2016

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Vision 20/20 proposals among education bills being considered A handful of bills emanating from Vision 20/20 are among the pieces of education legislation that have been introduced for the spring session of the General Assembly. Here are thumbnail descriptions of some of the education bills that might emerge this spring (you can read the full versions of the bills by clicking on the underlined links): This bill is a revised version of previous attempts (SB 16 and SB 1) to change the current school funding formula that was last changed in 1997. This proposal differs from Senator Manar’s previous attempts in that it includes a full “hold harmless” provision for school districts in year one and then phases out that provision over a four-year period. It also includes adequacy grants and a provision for the state to pay the normal costs for the Chicago Teachers Retirement System. It would eliminate special funding provisions such as the Chicago Public School system’s block grant. It also includes provisions from Senator Barickman’s evidence-based funding formula that was proposed by Vision 20/20. School funding formula revision (SB 231 ) Sen. Andy Manar (D-Bunker Hill)

Evidence-based funding (SB 2759)

Sen. Jason Barickman (R-Bloomington)

As of April 1, this remained a shell bill waiting for final language regarding revamping the school funding formula. The evidence-based funding model was one of the centerpieces of the Vision 20/20 recommendations and, as the name suggests, would have funding target research-based outcomes and programs. The Vision

20/20 plan also says: “The state’s solution should not create ‘winners’ and ‘losers’ and instead should ensure no school district gets less funding than they already receive. This concept of ‘hold harmless’ should be a cornerstone of any legislation passed in the General Assembly and sent to the governor.”

Evidence-based funding panel (HB 4022)

Rep. Chris Welch (D-Hillside)

Brent Allows persons to have completed a comparable preparation program in another state to earn a Professional Educator License. Provides that required testing under certain provisions of the Code includes an evidence- based assessment of teacher effectiveness approved by the State Superintendent in consultation with the State Educator Preparation and Licensure Board completed by the end of the second year of employment for Professional Educator License applicants who are holders of an Educator License with Stipulations. Requires applicants for an Educator License with Stipulations to satisfy the requirements for a Professional Educator License. (Amends the educator licensure provisions of the School Code. Allows persons to have completed a comparable preparation program in another state to earn a Professional Educator License. Provides that required testing under certain provisions of the Code includes an evidence-based assessment of teacher effectiveness approved by the State Superintendent of Education in consultation with the State Educator Preparation and Licensure Board completed by the end of the second year of employment as a teacher of record for Professional Educator License applicants who are holders of an Educator License with Stipulations. Amends the State aid formula provisions of the School Code. Forms an evidence-based Professional Judgment Panel. Provides that the Panel shall update and revise a 2010 study and make recommendations for the implementation of an evidence-based adequacy and equity formula for the funding of all school districts. Specifies the members who shall serve on the Panel. Requires the Panel to recommend an adequate per pupil cost figure and a per pupil amount of local revenue figure. Provides that the Panel's recommendations shall incorporate identifiable and prototypical education expenses based on the school district type and student population size. Requires the Panel to submit a final recommendation for full funding of an equitable and adequate educational opportunity for all students by the 2020-2021 school year. Effective immediately. Educator Licensure Reciprocity (HB 6128 ) Rep. Linda Chapa LaVia (D-Aurora)

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Unfunded Mandates (SB 3182)

Sen. Dale Righter (R-Mattoon )

Vision 20/20 included a proposal that would grant school districts potential relief from non-instructional mandates that were 1) unfunded, 2) in excess of federal mandates, 3) not connected to student safety, and 4) not having to do with civil rights. This bill would create the Local Unfunded Mandate Exemption Act. Provides that all units of local government, school districts, and public colleges and universities may, by a majority vote of the governing body, exempt themselves from specified mandates that are unfunded if it is determined that it is not economically feasible to comply with the unfunded mandate. Provides for notice, public hearing, and other requirements in order for a governing body to exempt itself from any mandate. Prohibits exemption from federally required mandates, mandates pertaining to health and public safety, mandates pertaining

to civil rights, and instructional mandates for school districts. Provides for appeal procedures by state agencies affected by exempted mandates. Amends the State Mandate Act. Provides that the Department of Commerce and Economic Opportunity shall submit yearly to the Governor and the General Assembly a review and report on mandates remaining in effect at the time of submittal of the report.

SAT/ACT choice for districts (HB 4362)

Rep. Michael Unes (R-Pekin)

Amends the State Board of Education - Powers and Duties Article of the School Code. Removes a provision providing that of the 3 assessments the State Board of Education shall administer of English language arts and mathematics for students in a secondary education program, one assessment shall include a college and career ready determination exam. Provides that the State Board shall enter into 2 separate contracts to administer 2 college and career-ready determination exams, including, but not limited to, one that is accepted by all of this State's public institutions of higher education, as well as all of the State's

post-secondary educational institutions for the purpose of student application or admissions. Specifies that each student shall be offered the opportunity to choose between the 2 exams. Sets forth provisions providing that the State Board shall be required to cover all expenses for each student to take one of the 2 exams for the purpose of college application or admissions consideration.

State assessments (HB 4380)

Rep. David McSweeney (R-Cary )

Amends the School Code with respect to State goals and assessment. Provides that the provision requiring the State Board of Education to administer no more than 3 assessments, per student, of English language arts and mathematics for students in a secondary education program applies until the expiration of any contracts entered into before the effective date of the amendatory Act between the State Board and the company or companies that

operate the PARCC (Partnership for Assessment of Readiness for College and Careers) tests. Provides that after the expiration of any such contracts, the State Board shall enter into 2 separate contracts to administer 2 college and career ready determination examinations, including, but not limited to, one that is accepted by all of this State's public and private institutions of higher education, for the purpose of student application or admissions consideration. Specifies that each student must be offered the opportunity to choose between the 2 examinations. Sets forth provisions providing that the State Board is required to cover all expenses for each student to take one of the 2 examinations for the purpose of college application or admissions consideration. Provides that no State assessments other than these 2 examinations may be administered to students in a secondary education program after the expiration of any contracts entered into before the effective date of the amendatory Act between the State Board and the company or companies that operate the PARCC tests. Effective July 1, 2016.

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Federal rate for employer pension cost (HB 4571 )

Rep. Jehan Gordon-Booth (D-Peoria)

Amends the Downstate Teacher Article of the Illinois Pension Code. In a provision relating to employer contributions from special trust and federal funds, provides that, beginning July 1, 2016, the rate, expressed as a percentage of salary, shall be equal to the total employer's normal cost, expressed as a percentage of payroll. Effective immediately .

Safe Schools & Healthy Learning (HB 5617)

Rep. Chris Welch (D-Westchester )

Amends the School Code. Provides that the State Board of Education is, subject to appropriation, authorized to award competitive grants under a Safe Schools and Healthy Learning Environments Program. Provides that under the program, selected school districts must reallocate funding for school-based law enforcement personnel in some or all of their schools to other evidence-based and promising practices designed to promote school safety and healthy learning environments, including, but not limited to, restorative justice programs; increased use of school psychologists, social workers, and other mental and behavioral health specialists; drug and alcohol treatment services; wraparound services for youth; and training for school staff on conflict resolution techniques and other disciplinary alternatives. Provides that the program shall match the amount that is reallocated from school-based law enforcement personnel to alternative methods of addressing student behavior on a dollar-for-dollar basis. Prohibits grant funds from being used to increase the use of school- based security personnel. Provides for an annual report to update progress on the Program. Prohibits arrest or being otherwise cited for a criminal offense committed during school hours while on school grounds, in school vehicles, or at school activities or sanctioned events except in certain circumstances. Effective August 1, 2016.

Third-party contracting (SB 3098) & (HB 6164)

Sen. Barickman (R-Bloomington) and Rep. Ron Sandack (R-Downers Grove)

Another Vision 20/20 proposal called for third-party contracting and changes to the way in which physical education and driver’s education waivers would be granted. This bill would amend the School Code to allow a Board of Education to enter into a contract with a third party for non-instructional services currently performed by any employee or bargaining unit member, and removes a provision that requires any third party that submits a bid to

perform the non-instructional services to provide a benefits package for the third party's employees who will perform the non-instructional services comparable to the benefits package provided to school board employees who perform those services. With respect to excusing pupils from engaging in physical education courses, provides for additional reasons why a pupil may be excused, pursuant to school board policy. Requires a public hearing on whether to adopt such a policy to be held at a regular or special school board meeting prior to adopting the policy. Provides that a school district may offer a driver education course in a school by contracting with a commercial driver training school to provide both the classroom instruction part and the practice driving part or either one without having to request a modification or waiver of administrative rules of the State Board of Education if a public hearing on whether to enter into a contract with a commercial driver training school has been held at a regular or special school board meeting prior to entering into such a contract; sets forth requirements concerning the contract. Another Vision 20/20 proposal under the heading of educator licensure reciprocity and substitute teachers, this bill amends the Educator Licensure Article of the School Code. Makes changes concerning a provisional in- state educator endorsement on an Educator License with Stipulations, a career and technical educator endorsement on an Educator License with Stipulations, a provisional career and technical educator endorsement on an Educator License with Stipulations, a Substitute Teaching License, a teacher leader endorsement on a Professional Educator License, educator testing, the minimum requirements for educators trained in other states or countries, fees for Substitute Teaching Licenses, and requirements for licensees retiring during a renewal cycle. Educator and Substitute Teaching Licenses (SB 2912) Sen. David Luechtefeld (R-Okawville)

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Farmington plugs into solar power

In these trying economic times (especially here in Illinois), school districts are constantly being tasked to “do more with less.” In practice, this concept seems out of touch with reality. But the Farmington Central School District, with the help of the Farnsworth Group, the Clean Energy Design Group, and the Illinois Clean Energy Foundation (ICEF), has been able to operationalize this concept through the construction of a

Dr. John Asplund Farmington Central CU 265

time when the state is drastically reducing its financial support for public schools, this savings has been extremely impactful. And, when you consider the fact that energy prices are projected to drastically increase over the next 25 years (the amount of time that our solar array is guaranteed to operate at 100 percent capacity), the savings are projected to exceed $1 million…more savings with less electricity consumption. Over 2500 solar panels sit on top of Farmington district buildings.

large roof-mounted solar array. The solar array, which consists of 2,520 solar panels, produces 756 kW of electricity for our school district. This equates to approximately 30 percent of the overall power consumption for the district, which, in turn, lowers our electric bill. And that reduced electric bill allows us to do more for our students by paying less for electricity… more with less. But, you may be thinking, would have been true had the district not been awarded a $1.15 million grant from the Illinois Clean Energy Foundation. The district’s actual cost was approximately $750,000, but we were able to pay our portion by dovetailing bonds onto the end of the building bonds that constructed our PK-12 facility that was completed in 2004. By constructing our bond payback in this manner, we did not have to increase our bond rate, saving for the last year of payback, when the original building bond payback was much smaller than the previous 14 years. And even in that last year, the combined bond payments are still lower than previous years. So, you may be asking, the district taxpayers did not have to experience an increase in their tax rate, but how much money can the district actually save by using solar? Our current and projected savings are significant. As previously stated, our solar array has reduced our electrical consumption (via traditional power acquisition) by one-third. That has reduced our electric bill by $57,000 over the past 11 months. At a because we had to pay for the panels we surely didn’t save money. Well, that

Education Week recently showcased influential, inspiring, and innovative school district leaders in the United States. Dr. Asplund was named as one of 13 Leaders To Learn From . Click here to view a video story which highlights Dr. Asplund as a forward- thinking leader.

Of course, our primary mission in public schools is to educate our children. This project has already helped us expand our students’ learning opportunities in this area. We recently added a new class at Farmington Central High School called “Alternative Energy,” which is an exploration of all the energy production models currently in place in Illinois: coal, nuclear, hydro-electric, geo-thermal, wind…and solar. Our students can examine the real-time savings of our solar panels through a web portal that shows

how much energy each panel is producing and how much money the district is saving. The portal also shows historical data so students can compare how the weather impacts the amount of energy that can be produced by the panels on any given day. We are very proud to have partnered with the Farnsworth Group and the Clean Energy Design Group to provide this economic savings and curricular enhancement to our district. We continue to search for ways to save money on electricity. In fact, we are in the middle of a cost/benefit analysis of placing an additional 3,030 panels on our grounds for an additional Megawatt of solar energy production. We have embraced the opportunities that this every- improving technology has presented for us. We have plugged into solar and we continue to do more with less -- more for our students and taxpayers through

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Videos from the Districts

Belleville superintendent discusses toy gun at school Belleville Twp HS 201 Dr. Jeff Dosier, Supt.

(Please note: A 30 second ad precedes this video.)

Caruso Middle School- What is unique and great Deerfield 109 Dr. Michael Lubelfeld, Supt.

Future Ready Summit Gurnee 56 Dr. John Hutton, Supt.

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Videos from the Districts

Tweets from Clark Community Consolidated 59 Dr. Arthur Fessler, Supt.

Explore 204: Vision 60504 Indian Prairie 204 Dr. Karen Sullivan, Supt.

We are AH 25 Arlington Heights 25 Dr. Lori Bein, Supt.

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Videos from the Districts

Oak Grove Student Production Room and Computer Lab Oak Grove 68 Dr. Lonny Lemon, Supt.

Annual Bilingual Summit 2016 Mannheim SD 83 Kim Petrasek, Supt.

District 74’s Food Services Program and recent restructuring Lincolnwood 74 Dr. Joseph Bailey, Supt.

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Real life referendums: Third time is a charm

funds against a roughly $7 million budget. With local property taxes behind on collections and state payments yet to begin, our cash on hand was around $1,200 after making payroll, forcing the district to hold payment on all our bills that month. At this point, the board and I knew an education fund increase was a need, not a want, if the district was to maintain status quo. This realization started us on a four year campaign trail. Through all three campaigns many lessons were learned and I am grateful to be able to share my experiences with you. As a disclaimer, I am not a political expert, an attorney, or a communications guru, just a fellow superintendent who has lived the referendum experience. If the decision is made to move forward and put a referendum on the ballot, there are eight people who should absolutely agree that it is necessary and the right move for the district. All seven board members and the superintendent must be united on the decision, delivering a common message of support. The board is a district’s representation of the community. With that being said, know that if any of your board members are unsure or express doubt they can, and likely will, damage the district’s chances for a successful referendum. As superintendent, spend as much time and effort as necessary making sure the board is confident and unanimous in placing a question on the ballot. At the end of the day, if there are board members who still need convincing or the board is not united, placing the question on the ballot may not be the correct decision. Lesson 1: Is the Board on board?

School districts across the state are facing difficult financial times for a multitude of reasons including reductions in state funding, declining enrollment, business. No matter the reason for the financial turmoil, district leaders are faced with a difficult reality of either cutting costs or increasing revenue. Districts across the state have already cut falling EAV’s, or the ever increasing cost of doing

Matt Stines Superintendent Grant Comm 110

costs to the bone and find themselves in a position where the only way to sustain quality educational programs for the long term is to increase revenue by passing a referendum. As we worry about the pending state budget crisis and look ahead to a general election in November, many districts are deciding whether to put a question on the ballot in an effort to increase tax revenues. Asking our communities for a property tax increase is no small task and getting a ballot question to pass can seem insurmountable! During my time as superintendent of Grant CCSD 110, I have had the adventure of leading my district through the referendum process three times in the last five years, all in an attempt to get an increase for our Education Fund. As the headline alludes, our first two attempts were not successful. The first was an utter blowout and the second a narrow loss, but our third attempt resulted in a huge voter swing and a resounding win. A little perspective can go a long way if you are deciding whether to put a question on the ballot. You may find that you are quickly burning through reserves and will soon deplete cash on hand, or you may find yourself selling the light fixtures to make your next payroll. District 110 had been experiencing deficit spending for more than a decade prior to the first ballot question. District 110 would not have been able to continue operations without working cash fund availability, and deficit amounts varied each year based upon working cash monies available. The district sold bonds twice over the 10 years, borrowing a total of $2.7 million dollars. At the end of FY10, the district had a deficit ($1,038,618) across all

Lesson 2: What is the compelling argument to vote yes?

The meaning of compelling includes the phrases “to inspire conviction,” “not able to be refuted,” and “not able to be resisted.” Compelling is exactly how

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the statement of facts needs to be presented to the voters. Information about the district’s current condition or the desired state must be communicated in a manner causing an overwhelming majority of your voters to act with support. The most difficult part for district leaders is identifying the compelling arguments that will foster a majority of support, and each compelling argument is as unique as the community. The reality is schools are an asset to our communities. Each stakeholder has a different perspective on the role schools play within our communities and that may cause individuals to respond differently in their statement of support. One compelling

community sentiment, many of the comments involved statements such as “We didn’t have all that stuff when I was in school,” “Why can’t we put more kids in a class?” and “The schools haven’t done anything to save money.” We also learned that while keeping high quality programs was compelling to many there was disbelief the district would actually make the cuts presented. As promised during the first campaign, the district moved forward with an extensive list of reductions to staff and programs. Starting the 2011-2012 school year, the district had cut $632,000 from the budget, including a reduction in class sections (P.E. included),

adjustment of building times to reduce supervision costs, and reduction of custodial services, health care aid, social work services, school resource officer and secretarial staff. Additionally, there was an elimination of programs including Hearing Impaired, band, chorus, general music classes, gifted education and technology courses. All total, we cut over $1.2 million or about 22 percent of our total budget. The second campaign in 2013 ran under the slogan “Support Our Schools.” The attempted compelling argument for this campaign was two-fold. The district was still hemorrhaging financially and the necessary cuts to continue operations would be detrimental to our children, with only basic core classrooms left. The second aspect of the message was a

argument may be to maintain the status quo. Maintaining the status quo operates under the assumption that how the district operates now is really good. It very well may, but for stakeholders who are not satisfied with the current system or groups in the community who are not directly impacted the argument may be far from compelling. During our first campaign in 2011, we made the status quo argument to the community. Under a “Keep the Quality”

tagline, the referendum committee set out to convince the community that we had excellent schools and it was necessary to pass a tax increase to maintain the status quo. We touted our test scores, the Blue Ribbon Award, small class sizes, numerous extra-curricular activities, and a comprehensive curriculum that educated the whole child. Conversely, we warned without a tax increase, the district would be forced to make significant cuts to staff and programs and the quality of a student’s education would suffer. We were killed on the first vote with 75 percent of the community against the increase. In hindsight, while motivating for some of our parents, we know “maintaining quality” was not a compelling argument for our community as a whole. With regards to

reminder of how good the programs were and remaining a desirable community meant our schools needed to offer extensive programming consistent with neighboring districts. During the second campaign our messages were more compelling. This time we could show a decline in enrollment and test scores, which we attributed to program cuts. Parents were also feeling the burden of reduced transportation and our message was resonating in the community about the disparity between local schools. We made significant gains with turning the vote, but on election day in April 2013 we fell 64 votes short, the margin being 48 percent yes, 52 percent no. The district came back almost immediately and put the question back on the ballot for 2014. Grant

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110 was in financial dire straits. The slogan for this campaign was “Save Our Schools.” The board and I, along with members of the referendum committee, had previously strategized how we would transition into the third campaign if needed. There were no options for additional cuts and the compelling argument became, “If this doesn’t pass our schools will close.” By May 2013 the board adopted a Resolution for Dissolution, making it absolutely clear to everyone if the March 2014 referendum failed, District 110 would dissolve and the students would attend a neighboring district. The elimination of their local schools was the most compelling argument we could make. All efforts were directed at ensuring the community understood what dissolution would mean for their kids, homes and the community. Whether you voted yes or no, taxes would increase because every contiguous district with Grant 110 had a higher tax rate and many of them were higher than the proposed increase. The opposition conceded our increase was the lesser of two evils. Parents supported keeping us open due to the fear their kids would transfer to a low-performing district, and the community largely supported us in the belief the increase would prevent further economic decline within the community. For District 110, finding the compelling argument was an evolving experience. If your district is considering a referendum, I would highly encourage you to have a firm understanding of what is important to the community with regards to schools. I would recommend using surveys, conducting focus groups, and talking to the retired guys at the coffee shop. Look for every opportunity to identify and communicate the compelling argument early.

committee communicated effectively using signs and mailers, but did not solicit the feedback needed to affect the vote. The second campaign committee did a much better job of canvassing, soliciting feedback and conveying the compelling argument. Our third committee had two significant factors making them successful. First, the five executive committee members each had a focus area, delegating one person each to manage the Facebook page, mailers, volunteer recruitment, fundraising, and canvassing. Second, they recruited more volunteers to complete work, maximizing time and effort. The role of employed stakeholders raises questions. Can staff help with a campaign? Can staff wear promotional materials? What is considered on and off the clock, especially for superintendents? There are election rules regarding activities considered appropriate for staff and they should be followed. However, from my personal experience, the short answer is staff can do almost anything except promote “Vote Yes!” The board and I were cautious during the first two elections but extremely active and visible during the third. As the education experts we answered questions about school finance, curriculum needs and class size research. It is my opinion if the superintendent is not out front delivering answers it gives the appearance there is a lack of support from the school. As superintendent I approved and promoted factual information regarding the state of the district, times and locations of meetings, fundraisers and community activities. The board and I, along with a great number of staff, also attended the events. I participated in the door-to-door canvassing in 2014 as an alumnus and a community member, not as the superintendent. Make sure you wear a different hat that day. The most important goal for any school referendum is to communicate your message. To remember, learn or believe a message, it must be delivered numerous times. The utilization of print media (newspapers), letters home (mailed and sent with students), social media, websites, posters, yard signs and banners are all essential to ensuring the community receives information and understands your desired outcome. Lesson 6: Over-communication is essential Lesson 5: Role of the Board, superintendent and staff

Lesson 3: You MUST follow through

A vote is a choice our community makes and regardless of the election outcome a district must fulfill the assurances made during the campaign to maintain integrity and community trust. District 110’s pledge to reduce staff and programs was detrimental to our students’ education. However, if proposed reductions were not fulfilled, community trust during future campaigns would have been ruined.

Lesson 4: Have the Right Committee

During all three campaigns I was very fortunate to work with fantastic people. An important lesson learned is you need an army with different skills, expectations and responsibilities. In 2011, the

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However, districts must use caution when communicating via district resources and refrain from promoting a “Yes” vote. Persuading the vote is the referendum committee’s job. Most communications can be controlled, directed and timed -- with possible exception of the newspapers. A lesson I learned is if you don’t have a relationship with your local reporters, this is the perfect time to build one. A possible tax increase is big news and will be covered. An advantage superintendents have is school finance can be complex and confusing. The most effective tool I found with our local paper was to keep the information simple and to literally spell out the information. I would present information, answer questions, and then end by handing them a written copy of the message I wanted delivered. What I found is more often than not, my written points would get published verbatim. Social media is a must for effective communication with stakeholders. Both the district and referendum committee need to be actively engaged with social media platforms. These platforms are a powerful tool for delivering the messages. However, social media can also be destructive if the information is hijacked by negative comments. District 110 and the Save 110 committee used Facebook effectively with independent Facebook pages. The district would publish all factual information, not allowing comments or replies to posts. Locking the district page eliminated persuasive discussions that could be misconstrued, and avoided negative comments on the district page. Conversely, the Save 110 page published facts, opinions and solicitations, reserving the right to remove posts if necessary. Two members of the Save 110 committee Lesson 7: Social media is a King and Joker

monitored content, and did an excellent job communicating with district staff prior to publications or responses. Facebook provided continued dialogue, a platform for clarifying questions and a place to dispel rumors. The best advice I can give any district, if you do nothing else, make sure you communicate well online. Both the district and the committee posted almost daily, generating interest and support needed to pass the referendum. Find a way to engage people. We used the slogan “110 Days to Save 110.” We developed a referendum calendar and all social media posts surrounded the theme “110 days.” We made sure activities were scheduled every day. Activities included events such as meetings, fundraisers, or a fun throwback Thursday picture of staff. Create a timeline of events. Start planning the campaigning six to nine months prior to election day. This timeframe provided us with sufficient time to get information out yet manageable enough to maintain momentum. Go to your community. Every meeting or conversation is an opportunity to deliver your message in person. While you will certainly host informational meetings, seek out the people you need to reach. All three referendums were tremendous learning experiences. I am very thankful our third attempt was successful and so well supported by the community. District 110 has seen benefits from our education fund increase. Additional tax dollars have changed our financial climate, increased financial stability and created educational opportunities such as reinstating programs, updating curriculum and purchasing new technology. A few other lessons

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‘Superintendent for the Day’ special opportunity for students -- and also for the ‘real’ superintendent

As in most schools, fundraisers are a necessary evil in order to fund school programs, extra- curricular activities or just basic everyday needs in the current fiscal climate. The Parent Teacher Association (PTA) at Millstadt Community

Consolidated School District 160 raises funds at an annual dinner auction. They request our staff to participate by offering baskets, mini-trips or student opportunities. These range from lunch with teachers, student decorated art and many other items. All proceeds from the PTA fundraiser are dispersed to purchase items from the wish list of teachers and the district. Ultimately, these personalized donations allow staff to build greater rapport with students. Initially, when I was given the opportunity to donate, I offered golf packages, tickets to St. Louis Cardinal games and St. Louis Blues games. While these were nice donations, they really were just for parents to take their own kids. Three years ago, I decided to offer the opportunity for a student to become the “Superintendent for the Day.” This idea had been available with the aspect of a “Principal for the Day” in other districts. I thought I would give it a try and build the package. The student would act as the superintendent, wear the appropriate lanyard identifying them as Superintendent for the Day, along with lunch of their choice I would deliver to them in the cafeteria. I continued to offer the tickets as an enticement to bid but, unexpectedly, the joy I received during the past three years has been remarkable. I was not sure how it would go and what age group would be excited by this opportunity. During the past three years I have found out second and third grade students are most excited about the opportunity. The parents bid for their child to have an opportunity to walk around with me and actually have involvement in the superintendent’s work throughout the day. I get to see the smiles on their faces and their proud sense of accomplishment when a student puts on the lanyard with their picture, name and the title of Superintendent and spends the day in that role. Millstadt 160 Superintendent Jonathan Green

What I have learned from those experiences is how much joy children get out of feeling important. Whether it is one day or every day, the opportunity to feel like you command some type of authority is enticing. I also have learned how fun it is to have in- depth conversations with kids on a different level. I asked one of the “Superintendents for the Day” if they wanted to help me make some business phone calls. He asked “Who are we going to call?” and I replied with “Ghostbusters!” He replied “That is a joke.” The response made me laugh like I have not laughed in a long time. As the day continued, he used my joke on others and he was excited when we made the phone calls. The cool thing was how the adults on the other end of the phone line treated them. At the end of the day, the idea I could make someone’s day meant more than anything I do. Whether it is the task of creating the budget, cutting staff or thinking of ways to improve the school, all superintendents have some notorious and boring tasks. The opportunity to put a smile on a student’s face makes all the difference in the world. I would encourage you to give it a try not only to give a very special opportunity to a child, but also to see the outcome and how it can make your day. Millstadt 160 superintendent Jonathan Green shares lunch with last year’s ‘Superintendent for the Day’ second grader Clayton Correll and other students.

The best and most beautiful things in the world cannot be seen or even touched - they must be felt with the heart. Helen Keller

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Adam Dean Principal of Triopia Jr./ Sr. High School Triopia CUSD 27

Sheila Greenwood Superintendent Bement CUSD 5

E. Scott England Principal of North

Kristin J. Elliott Director of District Programs and Services SPEED S.E.J.A. District 802

Side School Fairfield 112

Kevin Werner Chief School

Debbie Poffinbarger Assistant Superintendent Benton 47

Nicole Terrell-Smith Director of Business Services Hazel Crest 152.5

Emily Weidner Principal of White Heath School Monticello CUSD 25

Business Official at Prairie Grove Consolidated School District 46

S A F E

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Educators selected for Moon Scholarships

character, and be enrolled in an advanced degree program at an accredited college or university. The application process includes, among other things, a response to a practicum question, three letters of reference, a statement concerning involvement in professional development programs, and a statement indicating a commitment to superintendency.

Eight Illinois educators have been selected to receive $2,500 awards as recipients of the 2015-16 James V. and Dorothy B. Moon Scholarships. Names and pictures of those selected by the

Applications were judged based on good scholarship, evidence of strong communication skills, abilities and strengths as indicated by the letters of support, potential for contributing to the quality of K-12 public education in Illinois through the superintendency, and demonstrated participation in professional development programs. Recipients are required to contribute to the further development of the superintendency in Illinois for a period of two years following completion of their degree program in which they accepted payment of tuition, fees and/or textbook expenses on their behalf. Information and applications for the 2016-17 Moon Scholarships will be available beginning July 1, 2016 on the IASA website at www.iasaedu.org . Questions can be directed to Ronald Jacobs, SAFE President, at 309/523- 3184 or at rjacobs@riverdaleschools.org .

The SAFE Board of Trustees was extremely impressed with the quality of the applications we received, and we are pleased to be able to further this important profession through the Moon scholarship. These individuals will be charged with the ultimate responsibility of ensuring a quality education for the children in the communities where they are hired to lead.”

School Administrators Foundation for Education (SAFE) Board of Trustees are listed below. “The SAFE Board of Trustees was extremely impressed with the quality of the applications we received, and we are pleased to be able to further this important profession through the Moon scholarship. These individuals will be charged with the ultimate responsibility of ensuring a quality education for the children in the communities where they are hired to lead,” said Ronald Jacobs, President of SAFE. The Moon Scholarship was established by the late Dr. James V. Moon, a distinguished educator and superintendent in Illinois. The purpose of the scholarship is

--Ronald Jacobs, President of SAFE

to provide grants to assist individuals in the pursuit of graduate study leading to improved competency in superintendency.

Anyone wishing to contribute $25 or more to the SAFE scholarship fund can do so by sending a personal check made payable to SAFE to the IASA office at 2648 Beechler Court, Springfield, IL 62703- 7305.

To qualify, an applicant must be a resident of and a practicing administrator in Illinois, be a graduate of an accredited college or university, hold an administrative certification in Illinois, be of good

Click here to view previous recipients of the Moon Scholarship.

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IASA News in Brief

IN MEMORIAM It is with sadness that we inform you that former IASA member Dr. Donald J. Miedema passed away on March 24. Dr. Miedema was superintendent of the Springfield School DIstrict from 1978 through 1991.

Get Illinois Reading Campaign deadline extended to April 8

IASA to offer free Leadership in Literacy workshops in April IASA will bring together key ingredients for superintendents as they address Leadership in Literacy. These innovative solutions include resolving grade level reading deficiencies through the Sonday System from Winsor Learning and the influence of reading preparedness on lifelong learning supported by myOn. Academically, nothing is more important in a school district than having students reading at or above grade level and this is a tremendous opportunity for district leaders to learn. IASA is proud to bring this seminar to our membership FREE of charge. Please register so that we have accurate counts for lunches. For information contact Kim Herr at 217-753-2213 or kherr@iasaedu.org . April 18 th : Lisle, Illinois Click here to register. April 19 th : Normal, Illinois Click here to register. April 20 th : Mt. Vernon, Illinois Click here to register. The deadline to participate in The Get Illinois Reading Campaign has been extended to Friday, April 8. More information on this statewide initiative to get students excited about summer reading is available by watching a recording of the informational webinar or on the Get Illinois Reading Website . Research shows that as little as 10 minutes of additional reading per day can dramatically impact a student's overall reading performance (article included) and help to mitigate summer loss . myON's unlimited anytime access to 5000+ books combined with a fun summer reading program can provide a strong foundation for summer and back-to-school success. Participating districts/schools will be offered a summer reading scholarship to offset the programing costs of the personalized reading platform for all district students and faculty. Program details, costs and requirements are outlined in the "Get Illinois Reading Kit." With myON's digital solution, we can help to mitigate the concerns and negative impact associated with summer slide as we partner to build a strong community of readers across Illinois.

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